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Books on the topic 'Differentiated Development'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Jonathan, Murdoch, ed. The differentiated countryside. Routledge, 2003.

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2

Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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5

Kathryn, Sever, ed. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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6

Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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7

Roberts, Julia L. Assessing differentiated student products: A protocol for development and assessment. Prufrock Press, 2008.

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8

Artopoulos, Alejandro. Lifting the domestic veil: The challenges of exporting differentiated goods across the development divide. National Bureau of Economic Research, 2011.

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9

Hampel-Milagrosa, Aimée. Gender differentiated impact of investment climate reforms: A critical review of the "Doing business" report. Deutsches Institut für Entwicklungspolitik, 2008.

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10

Corner, Lorraine. Women, men and economics: The gender-differentiated impact of macroeconomics : with special reference to Asia and the Pacific. UNIFEM, 1996.

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11

Dori, Schlemmer, ed. Teaching kids to be confident, effective communicators: Differentiated projects to get all students writing, speaking, and presenting. Free Spirit Pub., 2011.

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12

Kellersmann, Bettina. Die gemeinsame, aber differenzierte Verantwortlichkeit von Industriestaaten und Entwicklungsländern für den Schutz der globalen Umwelt =: The common but differentiated responsibilities of industrialised states and developing states for the protection of the global environment. Springer, 2000.

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13

1942-, Harris Stephen E., and Mansson Per-Erik, eds. Cellular factors in development and differentiation: Embryos, teratocarcinomas, and differentiated tissues : proceedings of the Third International Symposium on Cellular Endocrinology, held at Lake Placid, New York, August 30-September 2, 1987. Liss, 1988.

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14

Strebeleva, Elena, Alla Zakrepina, Galina Mishina, et al. Special didactics of digital education for students with disabilities. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1971849.

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The monograph is devoted to the didactics of digital education, reflecting the realities of the time and the views of researchers on the possibilities and prospects of modern education of children with disabilities. Understanding the importance and role of digital education tools in the learning process will make it possible to effectively implement differentiated and individual approaches to teaching children with disabilities, taking into account the peculiarities of their development and special educational needs. For students, postgraduates and teachers of pedagogical universities an

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15

Pazuhina, Svetlana. Psychological and pedagogical theories and technologies of primary education (tasks and exercises for practical classes and independent work of students). INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002499.

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The educational and methodological manual on the discipline "Psychological and pedagogical theories and technologies of primary education" includes the development of practical classes; a set of tasks and exercises of different types for performing in the course of classroom and extracurricular work in subgroups, pairs, individually; a set of diagnostic and control and evaluation materials. Using the tasks developed by the authors in the course of organizing independent work will allow you to build an individual learning trajectory for each student, implement a differentiated approach in pract

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16

Packevich, Alla. Architecture of Evolution. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1079356.

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The monograph, on the one hand, examines the period of development of the descending cycle of evolution and the associated progressive changes that show the irreversibility of the processes of formation of the planetary system. The end of one cycle and the beginning of another leads to the transformation of the system of life and the expansion of consciousness at a new energy level. On the other hand, the questions of potential opportunities for the development of the ascending phase of evolution, which goes both along the path of complexity of the organization and along the path of diversity,

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17

Gartin, Barbara C. How to use differentiated instruction with students with developmental disabilities in the general education classroom. Division on Developmental Disabilities of the Council for Exceptional Children, 2002.

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18

Kryza, Kathleen. Inspiring middle and secondary learners: Honoring differences and creating community through differentiating instructional practices. Corwin Press, 2007.

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19

Ward, Neil, Philip Lowe, Jonathan Murdoch, and Terry Marsden and. Differentiated Countryside. Taylor & Francis Group, 2005.

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20

Ward, Neil, Philip Lowe, Jonathan Murdoch, and Terry Marsden and. Differentiated Countryside. Taylor & Francis Group, 2005.

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21

Ward, Neil, Philip Lowe, Jonathan Murdoch, and Terry Marsden and. Differentiated Countryside. Taylor & Francis Group, 2005.

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22

Ward, Neil, Philip Lowe, Jonathan Murdoch, and Terry Marsden and. Differentiated Countryside. Taylor & Francis Group, 2005.

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23

Ward, Neil, Philip Lowe, Jonathan Murdoch, and Terry Marsden and. Differentiated Countryside. Taylor & Francis Group, 2012.

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24

Marsden, Terry. Differentiated Countryside. Taylor & Francis Group, 1998.

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25

Bowgen, Linda, and Kathryn Sever. Differentiated Professional Development in a Professional Learning Community. Solution Tree, 2009.

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26

Widen, Sherri C. The Development of Emotion Recognition. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190613501.003.0016.

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At all ages, children interpret and respond to the emotions of others. Traditionally, it has been assumed that children’s emotion knowledge was based on an early understanding of facial expressions in terms of specific, discrete emotions. More recent evidence suggests that this assumption is incorrect. As described by the broad-to-differentiated hypothesis, children’s initial emotion concepts are broad and valence based. Gradually, children differentiate within these initial concepts by linking the different components of an emotion together (e.g., the cause to the consequence, etc.) until the

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27

GLENCOE. Differentiated Instruction Strategies DVD (Glencoe Social Studies Professional Development Series). Glencoe McGraw-Hill, 2006.

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28

Roberts, Julia L., and Tracy Ford Inman. Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Prufrock Press, 2014.

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29

Roberts, Julia L., and Tracy F. Inman. Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Taylor & Francis Group, 2021.

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30

Roberts, Julia L., and Tracy F. Inman. Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Taylor & Francis Group, 2021.

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31

Roberts, Julia, and Tracy Inman. Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Prufrock Press, 2010.

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32

Roberts, Julia L., and Tracy F. Inman. Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Taylor & Francis Group, 2021.

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33

Assessing Differentiated Student Products: A Protocol for Development and Evaluation. Prufrock Press, 2014.

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34

Chapman, Carolyn, and Rita King. Differentiated Instructional Management: Work Smarter, Not Harder - A Multimedia Kit for Professional Development. SAGE Publications, Limited, 2008.

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35

Chapman, Carolyn, and Rita M. King. Differentiated Instructional Management: Work Smarter, Not Harder - A Multimedia Kit for Professional Development. SAGE Publications, Incorporated, 2012.

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36

Chapman, Carolyn, and Rita M. King. Differentiated Instructional Management: Work Smarter, Not Harder - A Multimedia Kit for Professional Development. SAGE Publications, Incorporated, 2012.

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37

Langa, Michelle A., and Janice L. Yost. Curriculum Mapping for Differentiated Instruction, K-8. Corwin Press, 2006.

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38

Langa, Michelle A., and Janice L. Yost. Curriculum Mapping for Differentiated Instruction, K-8. Corwin Press, 2006.

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39

Langa, Michelle A., and Janice L. Yost. Curriculum Mapping for Differentiated Instruction, K-8. Corwin Press, 2014.

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40

Parks, Sharon Daloz. Faith Development. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.9.

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This chapter describes the emergence, critiques, and some of the key implications of faith development theory as pioneered by James W. Fowler and informed by W. C. Smith, H. Richard Niebuhr, Erik Erikson, Jean Piaget, Lawrence Kohlberg, Robert Selman, Robert Kegan, Carol Gilligan, and others. Faith (differentiated from belief) is described as meaning-making in its most comprehensive dimensions. Constructive-developmental psychology, the role of imagination (content), and the social field all contribute to a multi-faceted understanding of the development of faith across the lifespan. Critiques

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41

Bermeo, Sarah Blodgett. Development as Self-Interest. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190851828.003.0001.

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This chapter introduces the role of development as a self-interested policy pursued by industrialized states in an increasingly connected world. As such, it is differentiated from traditional geopolitical accounts of interactions between industrialized and developing states as well as from assertions that the increased focus on development stems from altruistic motivations. The concept of targeted development—pursuing development abroad when and where it serves the interests of the policymaking states—is introduced and defined. The issue areas covered in the book—foreign aid, trade agreements

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42

King, Rita S., and Carolyn M. Chapman. Differentiated Instructional Strategies for Reading in the Content Areas: A Multimedia Kit for Professional Development. Corwin Press, 2009.

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43

King, Rita S., and Carolyn M. Chapman. Differentiated Instructional Strategies for Writing in the Content Areas: A Multimedia Kit for Professional Development. Corwin Press, 2009.

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44

Taylor, Eric. Development of the concept. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0001.

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Over time, concepts have evolved from the idea of a constitutional basis for behavioural problems, through unitary neurological formulations, to the recognition of neurocognitive heterogeneity and the impact of the social environment. Diagnoses have altered accordingly. ADHD and hyperkinetic disorder have different historical traditions, and still generate international differences in practice; however, they have succeeded in keeping research and clinical practice in touch with each other. This chapter takes a historical approach to describe the influences on the development of the concepts. C

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45

Chapman, Carolyn, and Rita S. King. Differentiated Reading and Writing Strategies for Elementary Classrooms (Multimedia Kit): A Multimedia Kit for Professional Development. Corwin Press, 2006.

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46

Chapman, Carolyn, and Rita S. King. Differentiated Reading and Writing Strategies for Middle and High School Classrooms (Multimedia Kit): A Multimedia Kit for Professional Development. Corwin Press, 2006.

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47

Schlemmer, Phil, and Dori Schlemmer. Teaching Kids to Be Confident, Effective Communicators: Differentiated Projects to Get All Students Writing, Speaking, and Presenting. Free Spirit Publishing Inc., 2011.

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48

Cellular factors in development and differentiation: Embryos, teratocarcinomas, and differentiated tissues : Proceedings of the Third International Symposium ... in clinical and biological research). Liss, 1988.

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49

Butler, Heather. Helping Children Think about Bereavement: A Differentiated Story and Activities to Help Children Age 5-11 Deal with Loss. Taylor & Francis Group, 2013.

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50

Butler, Heather. Helping Children Think about Bereavement: A Differentiated Story and Activities to Help Children Age 5-11 Deal with Loss. Taylor & Francis Group, 2013.

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